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Related Experiment Videos

Efficacy of the RECAP intervention program for children with concurrent internalizing and externalizing problems.

Bahr Weiss1, Vicki Harris, Thomas Catron

  • 1Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203, USA. bahr.weiss@vanderbilt.edu

Journal of Consulting and Clinical Psychology
|April 18, 2003
PubMed
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The RECAP intervention significantly improved both internalizing and externalizing problems in 4th-grade children. This school-based program demonstrated greater improvement rates compared to a control group.

Area of Science:

  • Child Psychology
  • Intervention Science
  • Educational Psychology

Background:

  • Concurrent internalizing and externalizing problems in children present a significant challenge.
  • Existing interventions often address these problem types separately.
  • There is a need for integrated interventions targeting both problem domains simultaneously.

Purpose of the Study:

  • To evaluate the efficacy of the RECAP psychosocial intervention.
  • To assess RECAP's effectiveness in treating concurrent internalizing and externalizing problems in 4th-grade children.
  • To compare treatment group outcomes against a no-treatment control group.

Main Methods:

  • A school-based intervention (RECAP) was implemented over a 9-month academic year.
  • The study included 93 4th-grade children randomly assigned to treatment or control conditions.

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  • Intervention components included individual, group, classroom, teacher, and parent training.
  • Data were collected using parent, teacher, self, and peer reports.
  • Mixed hierarchical linear models were used for data analysis.

    • Main Results:

    • Children in the RECAP treatment group showed a significantly greater rate of improvement in internalizing problems compared to the control group.
    • Children in the RECAP treatment group also demonstrated a significantly greater rate of improvement in externalizing problems compared to the control group.
    • The intervention's skills-development curriculum is derived from empirically supported treatments.

    Conclusions:

    • The RECAP intervention is effective in addressing concurrent internalizing and externalizing problems in 4th-grade children.
    • School-based psychosocial interventions can successfully target complex behavioral and emotional challenges.
    • Integrated treatment approaches show promise for improving child mental health outcomes.